Running head: Lesson Plan 1

Lesson Plan

Gordon Witt

National University
 Lesson Plan 2

Abstract

For my signature assignment, I am developing a sample lesson plan utilizing course

lessons, prior knowledge, and classroom observations.
 Lesson Plan 3

UDL for logarithm lesson

Multiple Means of Engagement
 Use examples that relate to real life
 Attempt to connect examples to the students’ interests
 Use Jolly Ranchers as a motivational tool
Multiple Means of Representation
 Use overhead projector to show notes
 Write on board
 Speak to the class
 Solve problems on the board so students can follow logic
 Solve examples with a partner
 Discuss with a partner
Multiple Means of Expression/Action
 Speak to partner
 Speak to class
 Solve problems on paper

Teacher
 I tend to expect that students have similar home lives to my own. I will be aware of this
bias. Asking about the students’ interests and their week will help me to connect to their
experiences.
 I believe that all students can succeed with high school math, if they put the time in. I want
to connect the math to the students’ interests so they will find the hard work more palatable.
 I expect all students to be respectful of their peers and teachers, and I expect the teachers to
respect the unique experiences of their students. If we work together, we can succeed
together.

Learners
 Student learning styles can range from auditory/oral, visual, and hands on. A range of
teaching styles will be necessary to accommodate the students.
 Potential Problems: Students enter the class with a great disparity of preparation, with some
students barely passing the last math class, and other students excelling. Some students
falsely assume that they are not “math people.” Interesting, real-world based projects will
be used to help improve motivation and relevance
 Some students are ELL students, and need additional support to understand the content, and
feel comfortable asking questions

Assessments
 I intend to have students practicing in class with worksheets, so they can ask questions
when necessary. I will circle the room to ensure students are working. I can quickly assess
the students’ successful completion of the worksheets.
 The teacher will randomly ask questions of students to ensure understanding of concepts
and procedure.
 Exit tickets will be used to assess students
 Quizzes will assess the students’ improvement without significant risk to the students’
grades
 Answers to assignments will be online prior to class so students can self-correct their work.
Students will also be taught/encouraged to discuss solution procedures so they can help
each other improve, and learn how to approach problems
 Exam will assess the students’ comprehension of concepts and procedural skills
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Management
 Seating will be arranged in rows facing the whiteboard and overhead projector for lectures.
Seats will be placed side-by-side, allowing for partners/small group discussions
 Students have been included in formulating classroom rules/punishment, so they are
invested in the process
 Positive behavioral modelling will take place, so that students recognize that we are all
expected to respect each other’s opinions, as long as we do not condone harmful or
disrespectful speech

Lesson Plan - Instruction

Class: Integrated Math III
Grades: 11-12
Target
 Integrated Math 3
o CCSS.MATH.HSF.IF.7.e: Graph exponential and logarithmic functions, showing
and end behavior, and trigonometric functions, showing period, midline, and
amplitude.
o CCSS.MATH.F.LE.4.3: Use and understand the properties of logarithms to simplify
logarithmic numeric expressions and to identify their approximate values.
 Objectives
o Students should understand that the logarithmic function is the inverse of the
exponential function.
o Students should recognize that the logarithm is seeking the exponent needed,
assuming that I have a base to an arbitrary power, and I know the answer; i.e. 3x = 9,
then the x = 2, while 3x = 27, then x=3.
o Students will be able to graph the logarithmic function, and understand its
asymptotes, range, and domain.
 IEP, 504 plans
o Students with an IEP will receive appropriate accommodations, such as more time
on the test, different setting for tests, or appropriate tools to support their needs.
o One student has difficulty with his vision and needs to sit in the front of the
classroom near the middle, immediately in front of the overhead projector, since he
struggles to see the board from far away or from an angle. As a result, this student
will receive an accommodation, and will be assigned a seat in the front row in one
of the three middle rows.
 ELL students
o Handouts with additional pictures, simpler vocabulary, and academic vocabulary
already defined for students. Translations will also be provided to the student’s first
language, whenever possible in order to ensure that the student understands the
material, and students will be placed in discussion groups that support the student’s
language acquisition.
Materials:
The teacher is using a packet with notes and problem sets for the students to use. The
students refer to the notes from the teacher’s lectures. Since the school has transitioned to the
Integrated Math pathway, they are currently in the process of identifying new textbooks for use in
the classroom that align with the courses. New textbooks should be available by the next academic
school year.

Instruction:
 Begin the day with small chat, asking how the students are feeling. This is done daily, so
 Lesson Plan 5
that the teacher can nurture a caring environment with the students, and get a sense of the
students’ interests and temperament
 Project notes using the overhead projector so students can visually follow along
 Begin by connecting the logarithms to prior knowledge, which is simply shifting around
exponential functions
 Remind students of the rules of exponential functions, and remind students of some of the
academic language
 Provide examples of exponential functions, and non-examples
 Provide students with class time to practice numerically solving exponential problems
 After solving several exponential problems as a class, students view a graph of an
exponential function, and its transformation across y = x, which leads to the inverse of the
exponential function, which is the logarithmic function
 The teacher provides a definition of the logarithm, and relates it to the exponential function
 The teacher demonstrates several solutions of logarithms for students
 Students practice solving problems in class
 Throughout the lesson, the teacher guides students with questions, and welcomes questions
from students whenever they are confused. Students can be confused by the notation, for
example, i.e. “Should the letter be down there?”, “Yes, that is a subscript, and it refers to
the base number being used.” Log b y = x means bx = y, and we are solving for x instead of
y.

Feedback

Items highlighted in red include suggestions for changes from the teacher or from other
students. I thought that a few of the suggestions were justified. For example, Michael Norris
suggested that I should remember to include a reference to the CCSS State Standards for math. I
should have included this, but I was thinking that it clearly comes from the State Standards, since
we are required to base our curriculum from the standards; however, it is fair to say that I should
have included this as a reference. Mrs. Thompson suggested that I include objectives, since this
focuses my thoughts on what I expect students to achieve during the lesson. In addition, she also
suggested that I include references to ELL students and IEPs, since one student does in fact have an
IEP for his vision, and we need to be aware of such requirements in general, since they will occur
on occasion, even if they do not occur often in every class.
Michael Norris seemed confused by the first page, but I believe he was referring to the
abstract. Perhaps I should not have included that in the rough draft of the lesson plan, but I thought
we were expected to include it in our paper, and I did not want to forget it later. He also referenced
my potential problems, and I will have to figure out how to address some of the issues in the future.
I suppose that we will always have an issue with students coming in with a poor grade from the
previous math course, and there might be little that I can do about this. My best way to address
these students is to ensure that the content is delivered in an interesting fashion, and to provide an
inclusive environment and let students know that I have high expectations and believe in their
ability to succeed. This might help motivate them to put more effort in, since the concepts will be
more meaningful and interesting. I might also need to reach out to the family and seek suggestions
for ideas that will be helpful in motivating and reaching the students.
 Lesson Plan 6

References

Meyer, A., Rose, D. H., Gordon, D. (2014). Universal Design for Learning, Theory and Practice.

CAST Professional Publishing. ISBN 978 0 9898674 1 2 (e-book).

Burden, P.R & Byrd, D. M. (2016) Methods for Effective Teaching: Meeting the needs of all

students. 7th ed. Boston: Allyn and Bacon.

California State Board of Education. (2013). California Common Core State

Standards: Mathematics, Electronic Edition. Retrieved from

https://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf.